Recently many foreigners learn and use Korean language. It means understanding not only Korean language itself but also the Korean culture background - its behavior patterns and Korean’s value systems.
Typically in Korean language education, culture can be classified as general culture and language culture. But every scholar has different way of defining these categories. This thesis defines them thusly. General culture has a distinctive and visible culture heritage, which each country has. While language culture has invisible elements of language through which students learn the national consciousness as it reveals itself through the cultural psychology and behavior patterns which make the language what it is. People often believe that if you study Korean, then naturally you will get a sense of the culture. Yet in language culture is not a fringe benefit, but a partner equal in importance to the language's vocabulary and syntax. Through discussion in the target language, learners get to know the value systems, behavior patterns, attitudes, and customs of the community of speakers of the target language. We must compare and contrast these beliefs and practices with the beliefs and practices of the community of speakers of the learners' mother tongue, in this case, Chinese. Accordingly, we must decide how to set up categories of culture education and what the content of the curriculum should be, so that we can extract the essential elements of language culture in the education setting. To this end, this thesis examines the contents of certain contemporary Korean language teaching textbook and found out the boundaries and compositional elements in the material. Working from the framework of Shim Hye-ryeong's classification (2012) of general culture, language culture, and literary culture, I carried out a survey of Korean language teachers in South Korea and mainland China. I sought to determine what the teachers required of their students, what specifically they are expected to learn, and what parts of the mission were most difficult. The aim was to grasp what the students needed based on an analysis of the teachers' responses. I used the statistics-analyzing program called SPSS to tabulate and assess the results in an itemized manner. The results show that there are both commonalities and differences between the experiences of Korean language teachers in South Korea and China. The section with the most similar responses were in difficulties arising from differences between the non-Korean students' culture and the Korean culture. The most cited aspects were those of language, of basic living-eating customs, dress, housing, and of language-psychology. Working from the foundation of the analysis of the teachers' responses, I then carried out an analysis of what was required of the students. The results for students in South Korea and in China were similar; the students needed to learn the terms of address and titles for the people they encounter and with whom they interact in student life so that they are able to cultivate friendships and maintain good relations with their fellows. Therefore, the Chinese students who study Korean must learn titles in order to have seamless interaction with Korean students. To advance this, when language education introduces university culture in the curriculum, it must expose the students to the appellations that Koreans use naturally. By conveying and personifying thoughts and ideas and providing a basis for socialization, language and thought work in tandem, forming a mutually beneficial symbiosis. Because of this, we can say that without language, there effectively can be no thought, and, without thought, language loses all of its various abilities and treasures.
In this thesis I compare and contrast the conflicting elements of Korean and Chinese general culture and language culture through an examination of the curriculum of Korean language education in South Korea and in mainland China. In terms of class content, I contrasted the use of pronouns, postpositions, verbs, causative verbs, and the passive voice in the respective languages of Korean and Chinese. In terms of language culture and the relation with the meanings of words, I contrasted basic elements like numbers, colors, sounds, and shapes.
From the data and the analyses, for effective and fruitful language education, I conclude that an analytic study of the differences between the Korean and Chinese cultures is helpful in that it can act as a guide for classroom teachers as they seek out effective curricula and strategies and teaching methods and I expect my thesis to be that very same help.
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